随着“任务驱动材料型作文”的首次出现，再到“新课标”中“十八大学习任务群”的提出，不难发现在语文教育的相关研究和教学实施中，以“任务”/“任务群”来驱动学习的模式方法越来越备受关注，且正朝着常态化和普及化的趋势发展。而对蕴含着中华民族共同历史记忆、独特情感体验和审美价值取向的古诗词进行任务驱动教学，不仅能突显语文学科工具性与人文性相统一的特点，还能让学生在学习古诗词字词意涵、文意理解等工具性知识的同时，由“文本知识世界”进入到审美和文化的精神世界，进而更好树立文化自信、建立价值认同，完成对促进其语文四大核心素养的整体培育。

文章主要采用理论研究、问卷调查与深入访谈相结合的方式，对目前新疆省A市B中学古诗词教学课堂上“任务驱动教学法”的运用现状展开研究，并根据其现实困境提出一定可供借鉴的建议方法。即全文论述主要包括四个部分，分别为引言（研究背景、研究意义、相关研究综述和研究方法）、“任务驱动教学法”的概述（关键概念界定、类型划分和理论依据）、问卷调查分析（调查概况、数据分析及其教学困境成因），并以所梳理出的五点教学困境（教学观念传统功利、“任务”设置不当、教学模式固化、评价体系不健全以及教学资源共享不完备）为出发点，结合课堂课例观察以及访谈所得展开第四部分建议提出的论述，主要是从“任务”设置、教学模式、多元评价和体系建构四方面展望该教学法的可持续发展未来。

开展此论题研究的主要意义为在总结大家所得的基础上，深入探讨“任务驱动法”在家乡高中语文古诗词教学中的现状和困境，进而有针对性地提出该教学法适用于现今教学热点、教学模式的解决途径和未来展望，以期能让古诗词这颗璀璨的明珠在语文教学中更加熠熠生辉。

With the first appearance of "task-driven material-based composition" and the proposal of the "18th National Congress of the Communist Party of China Learning Task Group" in the "New Curriculum Standard", it is not difficult to find that in the relevant research and teaching implementation of Chinese education, the method mode of "task"/"task group" to drive learning has attracted more and more attention, and is developing towards normalization and popularization. The teaching of ancient poems containing the common historical memory, unique emotional experience and aesthetic value orientation of the Chinese nation can not only highlight the characteristics of the unity of instrumental and humanistic aspects of Chinese disciplines, but also enable students to enter the spiritual world of aesthetics and culture from the "world of textual knowledge" while learning the instrumental knowledge of ancient poems and words, such as the meaning of words and meanings, and the understanding of literary meanings, so as to better establish cultural self-confidence and value identity, and complete the overall cultivation of the four core literacies of Chinese language.

This paper mainly uses a combination of theoretical research, questionnaire survey and in-depth interviews to study the current application of "task-driven teaching method" in the teaching classroom of ancient poetry in middle school of city A and B in Xinjiang Province, and puts forward some suggestions for reference according to its practical dilemma. That is, the full text mainly includes four parts, namely, the introduction (research background, research significance, related research review and research methods), the overview of "task-driven pedagogy" (the definition of key concepts, the classification of types and the theoretical basis), the questionnaire analysis (the survey overview, data analysis and the causes of teaching dilemmas), and the five teaching dilemmas (traditional utilitarian teaching concepts, improper setting of "tasks", solidified teaching models, imperfect evaluation systems and incomplete sharing of teaching resources) as the starting point. Based on classroom lesson observations and interviews, the discussion proposed in the fourth part is mainly to look forward to the sustainable future of the pedagogy from four aspects: "task" setting, teaching mode, multiple evaluation and system construction.

The main significance of this research is to discuss the current situation and dilemma of the "task-driven method" in the teaching of ancient Chinese poetry in hometown high schools on the basis of summarizing everyone's gains, and then put forward the solutions and future prospects of the teaching method applicable to the current teaching hotspots and teaching modes, in order to make the bright pearl of ancient poetry shine more brightly in Chinese teaching.